Many researches in science education have shown the importance of the concept of energy and the learning difficulties that students face. Based on a semiotic approach, the current study focuses on the different ways in representing the concept of energy. It examines the ambiguities appear in written text, diagram, photo, graph, corporal acts etc. as vehicles of conveying some aspects of the energy concept. Video of a regular Greek lesson about energy and an usual Greek physics school textbook composed our database. The first results show a conceptual blending between the concepts 'transfer' and 'transformation' due to the lack of specification of which are exactly the physical systems studied in these modes of representation.
{"title":"Ambiguities in representing the concept of energy: a semiotic approach","authors":"Damien Givry, P. Pantidos","doi":"10.26220/REV.2244","DOIUrl":"https://doi.org/10.26220/REV.2244","url":null,"abstract":"Many researches in science education have shown the importance of the concept of energy and the learning difficulties that students face. Based on a semiotic approach, the current study focuses on the different ways in representing the concept of energy. It examines the ambiguities appear in written text, diagram, photo, graph, corporal acts etc. as vehicles of conveying some aspects of the energy concept. Video of a regular Greek lesson about energy and an usual Greek physics school textbook composed our database. The first results show a conceptual blending between the concepts 'transfer' and 'transformation' due to the lack of specification of which are exactly the physical systems studied in these modes of representation.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"41-64"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Physics in textbooks is presented dogmatically, as if the physical magnitudes and laws are imposed by Nature. This sort of Physics refers to an idealized, not the real Nature. Moreover, the acceptance of a physical theory is determined from the preoccupations imposed by the culture of the time proper. Physics is the result of an endless effort to understand the World, so it cannot be dogmatic, as it is expected to change continuously. The current of different ideas, depicted in History and Philosophy, gives the opportunity to think about Nature making Physics a pleasant intellectual exercise.
{"title":"The contribution of history and philosophy to the conceptual approach of Physics. Old and new puzzles","authors":"E. Vitoratos, S. Sakkopoulos","doi":"10.26220/REV.2241","DOIUrl":"https://doi.org/10.26220/REV.2241","url":null,"abstract":"Physics in textbooks is presented dogmatically, as if the physical magnitudes and laws are imposed by Nature. This sort of Physics refers to an idealized, not the real Nature. Moreover, the acceptance of a physical theory is determined from the preoccupations imposed by the culture of the time proper. Physics is the result of an endless effort to understand the World, so it cannot be dogmatic, as it is expected to change continuously. The current of different ideas, depicted in History and Philosophy, gives the opportunity to think about Nature making Physics a pleasant intellectual exercise.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"9 1","pages":"93-104"},"PeriodicalIF":0.0,"publicationDate":"2015-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we study the question of technologies integration for kindergarten mathematics teaching, referring the theoretical framework of documentational approach. We present a case study concerning the integration of a software about numbers as memory of quantity. We question teachers documentational work when integrating new resources in their resources system. We highlight the link between the evolutions of teacher's resources and teacher knowledge through the analysis of their documentational genesis.
{"title":"Usage des technologies en mathématiques à l'école maternelle : le travail documentaire des enseignants","authors":"S. Besnier, Laetitia Bueno-Ravel","doi":"10.26220/REV.2173","DOIUrl":"https://doi.org/10.26220/REV.2173","url":null,"abstract":"In this paper, we study the question of technologies integration for kindergarten mathematics teaching, referring the theoretical framework of documentational approach. We present a case study concerning the integration of a software about numbers as memory of quantity. We question teachers documentational work when integrating new resources in their resources system. We highlight the link between the evolutions of teacher's resources and teacher knowledge through the analysis of their documentational genesis.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"8 1","pages":"63-80"},"PeriodicalIF":0.0,"publicationDate":"2014-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Developing problem solving competence is one of the main goals of Mathematics Education. Self-regulated learning skills are important for success in problem solving. The aim of this paper is to present the results of a research about 10-11 years old pupils’ self-regulated learning and problem solving skills and the relation between these two skills. The results show that more than three quarters of 10-11 years old pupils like Mathematics, but only the half of them likes to solve non-routine problems. The positive attitude towards Mathematics is influenced by pupils’ positive experiences on solving problems and their beliefs in the utility of Mathematics in their future. Most of the pupils don’t give up if they can’t solve the problem, they go over the text again, they try to find similar worked examples, they ask for help. There is a mild correlation between pupils’ self-control and problem solving skills, a weak correlation between pupils’ attitude towards Mathematics and their problem solving skills.
{"title":"10-11 year old pupils’ self-regulated learning and problem solving skills","authors":"I. Zsoldos-Marchiș","doi":"10.26220/REV.2175","DOIUrl":"https://doi.org/10.26220/REV.2175","url":null,"abstract":"Developing problem solving competence is one of the main goals of Mathematics Education. Self-regulated learning skills are important for success in problem solving. The aim of this paper is to present the results of a research about 10-11 years old pupils’ self-regulated learning and problem solving skills and the relation between these two skills. The results show that more than three quarters of 10-11 years old pupils like Mathematics, but only the half of them likes to solve non-routine problems. The positive attitude towards Mathematics is influenced by pupils’ positive experiences on solving problems and their beliefs in the utility of Mathematics in their future. Most of the pupils don’t give up if they can’t solve the problem, they go over the text again, they try to find similar worked examples, they ask for help. There is a mild correlation between pupils’ self-control and problem solving skills, a weak correlation between pupils’ attitude towards Mathematics and their problem solving skills.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"8 1","pages":"33-42"},"PeriodicalIF":0.0,"publicationDate":"2014-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Rita Otero, Viviana Carolina Llanos, Verónica Parra, Patricia Sureda
Ce travail presente un resume des recherches developpees dans le Nucleo de Investigacion en Educacion en Ciencias y Tecnologia (NIECyT) pendant les huit dernieres annees. Ont ete realisees, au total, 17 implementations, dans lesquelles (N=234) etudiants ont participe. On utilise la Theorie anthropologique du didactique (TAD) comme cadre theorique, plus particulierement, les notions de pedagogie de l’enquete et du questionnement du monde (PRQM) et les parcours d’etude et de recherche (PER). On presente une synthese de quelques resultats obtenus apres d’avoir introduit, d’une maniere locale et controlee, differents PER dans des cours reguliers de Mathematiques a l’ecole secondaire en Argentine. On presente les questions generatrices et son arborescence, les differentes organisations mathematiques et extra-mathematiques que les parcours permettraient d’etudier, et les dialectiques developpees dans des PRQM.
{"title":"Pedagogy of research and questioning the world: teaching through research and study paths (rsp) in secondary school","authors":"María Rita Otero, Viviana Carolina Llanos, Verónica Parra, Patricia Sureda","doi":"10.26220/REV.2174","DOIUrl":"https://doi.org/10.26220/REV.2174","url":null,"abstract":"Ce travail presente un resume des recherches developpees dans le Nucleo de Investigacion en Educacion en Ciencias y Tecnologia (NIECyT) pendant les huit dernieres annees. Ont ete realisees, au total, 17 implementations, dans lesquelles (N=234) etudiants ont participe. On utilise la Theorie anthropologique du didactique (TAD) comme cadre theorique, plus particulierement, les notions de pedagogie de l’enquete et du questionnement du monde (PRQM) et les parcours d’etude et de recherche (PER). On presente une synthese de quelques resultats obtenus apres d’avoir introduit, d’une maniere locale et controlee, differents PER dans des cours reguliers de Mathematiques a l’ecole secondaire en Argentine. On presente les questions generatrices et son arborescence, les differentes organisations mathematiques et extra-mathematiques que les parcours permettraient d’etudier, et les dialectiques developpees dans des PRQM.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"8 1","pages":"7-32"},"PeriodicalIF":0.0,"publicationDate":"2014-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on seven case studies that were carried out in the context of the “Fibonacci” project and have to do with implementing inquiry-based didactic sequences of biology in kindergarten classes. The aim is to shed light on the teaching and learning practices that may be activated in a non-traditional educational setting such as the one of IBSE and the extent to which they actually are. The classes that took part were run by teachers who received IBSE-training as members of the local “Fibonacci” network. These classes were observed by us with the “IBSE diagnostic tool” that has been developed in the context of the project. The analysis of our data shows that the participating teachers were successful in activating most of the teaching practices that are required for building on children’s ideas, some of those required for supporting children’s investigations and all of those required for prompting children to communicate their ideas. On the contrary, teachers appeared to have significant difficulties in activating the teaching practices that have to do with the crucial phase of conclusions. Finally, children showed difficulties in the phases of investigation and conclusions - particularly in learning practices such as making/testing predictions or interpreting results - that haven’t been adequately prompted by the teachers.
{"title":"How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology","authors":"Marida Ergazaki, Vassiliki Zogza","doi":"10.26220/REV.2044","DOIUrl":"https://doi.org/10.26220/REV.2044","url":null,"abstract":"This paper reports on seven case studies that were carried out in the context of the “Fibonacci” project and have to do with implementing inquiry-based didactic sequences of biology in kindergarten classes. The aim is to shed light on the teaching and learning practices that may be activated in a non-traditional educational setting such as the one of IBSE and the extent to which they actually are. The classes that took part were run by teachers who received IBSE-training as members of the local “Fibonacci” network. These classes were observed by us with the “IBSE diagnostic tool” that has been developed in the context of the project. The analysis of our data shows that the participating teachers were successful in activating most of the teaching practices that are required for building on children’s ideas, some of those required for supporting children’s investigations and all of those required for prompting children to communicate their ideas. On the contrary, teachers appeared to have significant difficulties in activating the teaching practices that have to do with the crucial phase of conclusions. Finally, children showed difficulties in the phases of investigation and conclusions - particularly in learning practices such as making/testing predictions or interpreting results - that haven’t been adequately prompted by the teachers.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"73-97"},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper sets out strong arguments in favour of inquiry-based education in science and mathematics in terms of benefits to individuals and to society. It draws on research and other sources, such as the publications of the Fibonacci project, to define inquiry and model the development of understanding through inquiry. The rather sparse evidence of the effectiveness of inquiry-based approaches is cited, noting the need for valid means of assessing the outcomes of inquiry. The final section considers the role that student assessment can take both in supporting and in reporting learning through inquiry and changes in current assessment practices that are needed.
{"title":"Inquiry-based learning in science and mathematics","authors":"W. Harlen","doi":"10.26220/REV.2042","DOIUrl":"https://doi.org/10.26220/REV.2042","url":null,"abstract":"This paper sets out strong arguments in favour of inquiry-based education in science and mathematics in terms of benefits to individuals and to society. It draws on research and other sources, such as the publications of the Fibonacci project, to define inquiry and model the development of understanding through inquiry. The rather sparse evidence of the effectiveness of inquiry-based approaches is cited, noting the need for valid means of assessing the outcomes of inquiry. The final section considers the role that student assessment can take both in supporting and in reporting learning through inquiry and changes in current assessment practices that are needed.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"9-33"},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to develop an investigation-based science education in the french primary schools, the La main a la pâte group of the french Academy of science created - in 2000 - a network of "pilot- centres ". Such centres are run by teams that - in their city, district or department - have developed original and innovative programs to support this renovation of the science teaching methods. In 2007, La main a la pâte got interested in assessing the impact of these various programs on the classroom science practices. For this purpose, observations of science sessions were conducted in classes related to the different pilot-centres, in other words classes receiving different kinds of support. The observation grid then used will be presented as well as its grouping of items into broad categories. Each category corresponds to a component of the recommended approach. Category results will be given for all classes observed in the pilot centres, which provides information both on the impact of each pilot centre program and on the efficiency of the different kinds of support.
为了在法国小学发展基于调查的科学教育，法国科学院的La main a La p小组在2000年创建了一个“试点中心”网络。这些中心是由他们所在城市、地区或部门的团队管理的，他们开发了原创和创新的项目来支持这种科学教学方法的革新。2007年，La main a La p对评估这些不同项目对课堂科学实践的影响产生了兴趣。为此目的，科学课程的观察是在与不同试点中心有关的班级中进行的，换句话说，接受不同种类支持的班级。然后使用的观测网格将被呈现，以及它将项目分组为广泛的类别。每个类别对应于推荐方法的一个组成部分。将提供在试点中心观察的所有班级的分类结果，其中提供关于每个试点中心方案的影响和关于不同种类支助的效率的资料。
{"title":"Caractéristiques d’un enseignement des sciences fondé sur l’investigation et évaluation de dispositifs d’accompagnement des enseignants","authors":"Monique Delclaux, É. Saltiel","doi":"10.26220/REV.2041","DOIUrl":"https://doi.org/10.26220/REV.2041","url":null,"abstract":"In order to develop an investigation-based science education in the french primary schools, the La main a la pâte group of the french Academy of science created - in 2000 - a network of \"pilot- centres \". Such centres are run by teams that - in their city, district or department - have developed original and innovative programs to support this renovation of the science teaching methods. In 2007, La main a la pâte got interested in assessing the impact of these various programs on the classroom science practices. For this purpose, observations of science sessions were conducted in classes related to the different pilot-centres, in other words classes receiving different kinds of support. The observation grid then used will be presented as well as its grouping of items into broad categories. Each category corresponds to a component of the recommended approach. Category results will be given for all classes observed in the pilot centres, which provides information both on the impact of each pilot centre program and on the efficiency of the different kinds of support.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"35-51"},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inquiry as a process of constructing knowledge about the physical and biological world is an integral part of science and it has also been introduced in science education a long time ago. In fact, it was thought that students’ engagement in a knowledgepursuing process similar to the scientific one, would be beneficial for their learning. In the past, prominent pedagogues, like Dewey for instance (1997), argued for instructional approaches that are based on experiences and reflective thinking and trigger students’ interest. These suggestions were linked to constructivist theories of learning (Bruner, 1961; Ausubel, Novak & Hanesian, 1978) and gave rise to a model of instruction that was called the “learning cycle” (Heiss, Obourn & Hoffman, 1950, in Bybee et al., 2006). The “learning cycle” starts with the phase of “exploration” and gradually proceeds to the phases of “getting experience”, “organizing learning” and “applying new knowledge”. This model does not seem to take into account the possible contribution of peer interactions to individual learning. In fact, it was not until later that social constructivism (Vygotsky, 1978; Driver et al., 1994) influenced the notion of inquiry instruction. A large amount of research has been concerned with the effect of inquiry teaching in the form of “learning cycle” and suggests that this may be promising. In other words, inquiry teaching has been shown to result in better science learning and higher achievement, improved reasoning ability, and more positive attitudes towards science and science learning (Lawson, 1995; Lawson, Abraham & Renner, 1989).
探究作为构建关于物理和生物世界的知识的过程，是科学的一个组成部分，它在很早以前就被引入到科学教育中。事实上，人们认为学生参与一种类似于科学的知识追求过程对他们的学习是有益的。在过去，杰出的教育家，如杜威(1997)，主张基于经验和反思性思维的教学方法，并激发学生的兴趣。这些建议与建构主义学习理论有关(Bruner, 1961;Ausubel, Novak & Hanesian, 1978)，并提出了一种称为“学习周期”的教学模式(Heiss, Obourn & Hoffman, 1950, in Bybee et al.， 2006)。“学习周期”从“探索”阶段开始，逐步进入“获得经验”、“组织学习”和“应用新知识”阶段。这个模型似乎没有考虑到同伴互动对个人学习的可能贡献。事实上，直到后来，社会建构主义(维果茨基，1978;Driver et al.， 1994)影响了探究教学的概念。大量的研究关注探究性教学以“学习循环”的形式产生的效果，并认为这是有希望的。换句话说，探究性教学已被证明可以导致更好的科学学习和更高的成绩，提高推理能力，以及对科学和科学学习更积极的态度(Lawson, 1995;Lawson, Abraham & Renner, 1989)。
{"title":"Inquiry-Based Science Education: Theory and praxis","authors":"Vassiliki Zogza, Marida Ergazaki","doi":"10.26220/REV.2073","DOIUrl":"https://doi.org/10.26220/REV.2073","url":null,"abstract":"Inquiry as a process of constructing knowledge about the physical and biological world is an integral part of science and it has also been introduced in science education a long time ago. In fact, it was thought that students’ engagement in a knowledgepursuing process similar to the scientific one, would be beneficial for their learning. In the past, prominent pedagogues, like Dewey for instance (1997), argued for instructional approaches that are based on experiences and reflective thinking and trigger students’ interest. These suggestions were linked to constructivist theories of learning (Bruner, 1961; Ausubel, Novak & Hanesian, 1978) and gave rise to a model of instruction that was called the “learning cycle” (Heiss, Obourn & Hoffman, 1950, in Bybee et al., 2006). The “learning cycle” starts with the phase of “exploration” and gradually proceeds to the phases of “getting experience”, “organizing learning” and “applying new knowledge”. This model does not seem to take into account the possible contribution of peer interactions to individual learning. In fact, it was not until later that social constructivism (Vygotsky, 1978; Driver et al., 1994) influenced the notion of inquiry instruction. A large amount of research has been concerned with the effect of inquiry teaching in the form of “learning cycle” and suggests that this may be promising. In other words, inquiry teaching has been shown to result in better science learning and higher achievement, improved reasoning ability, and more positive attitudes towards science and science learning (Lawson, 1995; Lawson, Abraham & Renner, 1989).","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"3-8"},"PeriodicalIF":0.0,"publicationDate":"2013-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of the present study is to investigate preservice teachers’ beliefs regarding mathematics and science learning and their teaching at the pre-school level. Participants were 93 prospective kindergarten teachers and 80 prospective primary school teachers who completed a questionnaire designed for the purpose of the study. It was revealed that both groups of student teachers believe that teaching mathematics and science at kindergarten differs from primary school. Carrying out inquiry activities and practicing teaching approaches that implement experimentation were proposed as being the best ways of presenting mathematics and science concepts to young children. The findings of this study raise implications for teacher professional development that may assist in developing better practices in mathematics and science early childhood education.
{"title":"Teaching mathematics and science in early childhood: prospective kindergarten and primary school teachers’ beliefs","authors":"Despoina Desli, A. Dimitriou","doi":"10.26220/REV.2072","DOIUrl":"https://doi.org/10.26220/REV.2072","url":null,"abstract":"The main objective of the present study is to investigate preservice teachers’ beliefs regarding mathematics and science learning and their teaching at the pre-school level. Participants were 93 prospective kindergarten teachers and 80 prospective primary school teachers who completed a questionnaire designed for the purpose of the study. It was revealed that both groups of student teachers believe that teaching mathematics and science at kindergarten differs from primary school. Carrying out inquiry activities and practicing teaching approaches that implement experimentation were proposed as being the best ways of presenting mathematics and science concepts to young children. The findings of this study raise implications for teacher professional development that may assist in developing better practices in mathematics and science early childhood education.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"8 1","pages":"25-48"},"PeriodicalIF":0.0,"publicationDate":"2013-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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